Not exact matches
Walking the walk: Allowing administrators to
remain, for at least one or two periods, in the
classroom is a
model many wish could be adopted more often.
Under the inclusive
model now in place, all students
remain full - time members of one
classroom community.
For the 2015 - 2016 school year the reading specialists
remain in the schools and have been
modeling strategies for teachers and working with students in the
classroom as a transition to next year.
The
remaining sections will present the iQUEST Professional Development
Model and insights into the types of
classroom activities that have engaged students in formal settings.
The job of «teacher» in most schools today
remains centered on full - time
classroom responsibilities that are defined by the location, timing, and schedule of the school day and a one - teacher - per -
classroom model.
More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these
models are grossly imperfect, largely biased by the types of students non-randomly assigned to their
classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should
remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.